Management Class

Open Educational Resources and Learning Centres

Management Class Product Groups:

1. Open Educational Resources are customizable MOOCs-like pre-university level courses which offer education and training at all levels throughout the world, Read more and feel free to join Management Class Global Group.

2. Learning Centres  using Management Class' customizable pubic programmes, courses and modules introduce, publish and share our institutional and organizational partners' degree or higher vocational qualifications level programmes and courses to international clients for online and/or campus-based delivery.

Published on Oct 07, 2014

With great change in education comes great opportunity. In this presentation to the Australian International Education Conference we presented the concept of the Digital Campus and how this could change education forever.

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The Digital Classroom

Published on 31 Mar 2014


Big Data in Education in 2025: A Thought Experiment

Each January, about 85 government ministers or so -- together with some members of their staffs, leaders of the education departments in international organizations, large NGOs and multinational companies, and other 'high level decision makers' -- gather in London to speak informally about topics of common interest during the Education World Forum, which bills itself as the 'world's largest gathering of education and skills ministers'. It's a rather unique and impressive collection of people with the power to make decisions affecting hundreds of millions of students and teachers around the world. This annual meeting was previously called the 'Learning and Technology World Forum'; despite dropping the word 'technology' from its official title a few years ago, talk of tech was inescapable during this year's Forum, whether onstage or in the hallways. If I were asked to identify three general themes that permeated discussions throughout this year's three-day event, they would be 'technology', 'systems' and 'data'.

For many groups, the Education World Forum offers a high profile venue to announce new initiatives, launch new publications, and present findings from recent research. My boss at the World Bank, Elizabeth King, for example, officially launched a new 'SABER' education data technology tool during her keynote speech on the second day ("When it comes to learning, education systems matter"). While the links between these three themes were perhaps not always explicit in Beth's speech, the important role that new technologies will play in helping education systems to collect and analyze key data about the health of the education system, especially as pertains to whether or not students are learning (and, if so, how), was echoed and amplified by many of the other speakers in both EWF plenary sessions and related side events.


While the Forum has become increasing open over the years, embracing the use of social media throughout much of the agenda, for example, and quickly making available on YouTube key speeches and presentations, the off-the-record ministerial exchange sessions that happen on the second day are, as per the EWF social media policy, meant to be a largely Twitter-free zone. The hope is that, if/when/where given space to ask the 'dumb' questions of their peers, and freed from having it reported that someone, in response, provided some 'dumb' answers, Forum participants might feel comfortable enough to have what turn out to be some rather smart conversations about topics for which they had not been prepped, and about which no formal position papers had been prepared back home.

At one of the informal Forum ministerial exchange sessions a few years ago, rather exasperated that much of the conversation was concentrated on discussions of the lowest costs that various countries had paid for student laptops, I posed the following scenario, and question, as a sort of 'thought experiment':

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The Future of International Higher Education

Published on 10 Apr 2014

Professor Gilbert Merkx the Director of Duke University Center of International Studies and Darla Deardorff the Director of the Association of International Education Administrators discuss the future of international higher education and the history of the American higher education system.

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    • Standard YouTube Licence

Published on 24 Apr 2015

4th ASEM Rectors' Conference and Students' Forum #ARC4 - Hear what ARC4 students have to say on University-Business partnerships

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    • Standard YouTube Licence

Ideas on New Learning Technologies

Published on 24 Apr 2015

4th ASEM Rectors' Conference and Students' Forum #ARC4 - Hear what Education means for ARC4 Students

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    • Standard YouTube Licence

ASEF Creative Networks Second Edition (2014-15)


Education is central to the development of the individual and the progress of society at large.

Our Work

We have initiated programmes to strengthen ties between education networks and academic institutions in Asia and Europe, and to promote academic discourse and intercultural exchanges.

Our programmes emphasise the benefits of Asia-Europe cooperation through workshops and seminars, conferences, web portals, newsletters, and publications. Our target groups include high school students, teachers, university graduates, academic researchers, senior representatives from higher education organisations, and government officials.

For more information about our activities in this area, please contact us or click on one of our related programmes.

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Overall Tasks and Challenges

Management Class is following closely the EAIE Barometer mapped the state of internationalisation in the European Higher Education AREA (EHEA) by following the the trends in the internationalization of education knowledge and skill to cover all 60+ regions/countries in cooperation with the British Embassies through out the world.  



Accreditation Scheme

CHES provides a fast-track accreditation scheme for degree programmes delivered by CHES Member Institutions. We are strategically placed to assist all our members meet the current and future requirements for the accreditation of environmental degree programmes

Degrees should fall within the remit of the QAA Benchmark Statement for Earth Sciences, Environmental Sciences and Environmental Studies (ES3) and Masters programmes be clearly aligned with this. We welcome applications from a diverse and ever-changing range of degree titles, however please note that post-accreditation, any significant programme changes (greater than 25%) need to be reported, and official guidance passed by the our Executive Committee. The normal period for a programme to be accredited for is 5 years.

Benefits of Accreditation

As more focus in Higher Education is placed on the employability agenda, having a programme accredited by a professional body signals to potential students and employers that the teaching, learning and research is aligned to high quality professional development. We have prepared an information sheet detailing the wide range of benefits, some of which are listed below:

- Quality assurance: expert input into programme design and external accreditation of your degree content

- Meet latest national reporting standards, as reported in the HEA's new Key Information Sheets

- Promotion of the programme through the CHES/IES websites

- Enrolled students on accredited programmes can apply for the grade of Student Member of the IES with the use of the post- nominal StMIEnvSc

Graduates qualify for half-price Associate membership of the IES

Accreditation costs

- 1st Programme Accreditation for a UK department£400

- International Accreditation£500

- Additional Programme accreditation£150

- Re-accreditation of a Programme£150

See a list above of all the programmes accredited by CHES. Two of our members have shared their experience of accreditation.